MusLi (Museums Literacy) - Fondazione Fitzcarraldo

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104 <strong>MusLi</strong> - No qualifications needed: museums and new audiences case 07 Self-led visits from above groups using Explorer sacks – which include stories, visual prompts, binoculars, magnifying glasses, torches etc., picture stamps to collect. Visits supported by Family learning Tutors Manchester Museum has hosted visits from families and worked with the City Council’s family learning tutors to deliver programmes which support formal courses for parents. Courses aim to develop literacy and numeracy skills and also to help parents to support their children’s learning. The Museum has also hosted and co-delivered two short courses over half term holiday periods (February 2009 and February 2010) for families newly arrived in the country with the manager and tutors from the City Council’s Adult Education Service (international new arrivals team). Partnership projects A key element of the strategy is to involve external partners in the development of activities and resources. Darwin & Dads (part of the Museum’s year-long Darwin Extravaganza of exhibitions, learning and public programmes) is an example of this work (www.museum.manchester.ac.uk/whatson/ exhibitions/theevolutionist/) Darwin & Dads objectives: To engage with single fathers or fathers who do not live in same household as their children or fathers who only have time to spend with their children at weekends To work with partner organisations to explore ways of enhancing current programming and to increase participation from this target group at Manchester Museum To invite other Dads’ groups or families in the area to make use of the new resources that are being developed Disseminate outcomes to other museum and gallery staff. Darwin & Dads expected outcomes: The museum will develop and pilot a set of backpacks which family groups will be able to book out and use on the galleries. The backpacks will contain resources including torches, binoculars, story books and suggested activities which will help families to engage with the collections and each other. Public programmes: Magic Carpet – monthly session for under-5’s, parents and carers – linked to galleries and collections. Includes handling objects, stories, craft or other activities. Drop in activities (making) held at weekends and holidays. Booked workshop activities held at weekends and holidays Museum trails – pick up from reception area
Feedback from participants <strong>MusLi</strong> - No qualifications needed: museums and new audiences The format of the questionnaires was found to be too long for this group of participants, many of whom find reading and writing a daunting prospect. Ideally we would have gathered data before involvement as well as after, however this proved difficult because the timing of the MUSLI project did not match that of the Early Years and Family Learning work. As a result most of the responses were gathered after visits had taken place. The length of the questionnaire was off-putting for some parents, especially those who may have problems with filling them in themselves. Using questionnaires with parents who are bringing small children for a visit also presents challenges because they want to engage with their children rather than spend time filling in forms. In response to this the questionnaires were adapted in collaboration with Early Years and Family Learning practitioners bringing young children and parents (see example below). They were also used as a guide for informal interviews. We have also been able to use data collected by family learning tutors and Early Years practitioners on previous visits which helps to answer questions similar to those on the questionnaire. Responses from parents have been cross-referenced with the questionnaire data and are attached as an appendix. Summary of conclusions based on data collected Adults felt an emotional connection during their visit, either for themselves and or for their children (Q4 -7 responses) They felt that they learned something new (Q6 – 8 responses) The visit left them feeling more confident about themselves (Q 9 -11 responses) They felt more able to support their children’s learning ( Q7 – 15 responses) There was also a positive response about visiting more museums and galleries (Q11 – 12 responses) or taking up further study (Q11 – 3 responses). Participants reported feeling more likely to use museums and galleries on a longer term basis. Motivation expectations and needs (perceptions of Museum staff based on experience of project working and interaction with participants) People want to support their children’s/grandchildren’s learning and want to be shown how they can do this They have a desire help their children or grandchildren with their school work and to avoid the kinds of unpleasant experiences they themselves had at school Some of them want to improve their skills and possibly gain a qualification for either personal satisfaction or as a passport to further learning They want to share quality time and experiences with their children and they find they can do this in museums and galleries 105
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MUSEUMS LITERACY Bolzano | Bruxelle
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Bolzano | Bruxelles | Budapest | Ma
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Index Introduction The scenario The
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Introduction MusLi - No qualificati
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• MusLi - No qualifications neede
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The scenario MusLi - No qualificati
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MusLi - No qualifications needed: m
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The Museums Literacy project MusLi
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Methodology MusLi - No qualificatio
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List of case studies The case studi
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Final recommendations MusLi - No qu
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PROMOTIONAL PROGRAMMES OF A COME AM
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L.S.L. visitors - What did you enjo
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To be remarked: MusLi - No qualific
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MEETING AT THE MUSEUM. PROGRAMMES O
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Page 63 and 64: TEAHOUSE OF NATIONALITIES Key point
Page 65 and 66: Highest education of the visitors
Page 69 and 70: „MOTORWAY FROM A MOLE’S VIEW”
Page 73 and 74: MUSEUM LITERACY IN PRISON A Louvre
Page 87 and 88: Project outcomes: a) Questionnaires
Page 89 and 90: The “torch” (if used): very mu
Page 91 and 92: 5. How would you define yourself?
Page 93 and 94: Dance: often: 5 occasionally: 3
Page 95 and 96: 10. Profession: Unemployed: 2 Hou
Page 97 and 98: SCHOOLING LEVEL OF PARTICIPANTS:
Page 103 and 104: ADULT ENGAGEMENT THROUGH: EARLY YEA
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Page 109 and 110: Examples of participant responses:
Page 111 and 112: Collective Conversations: A model f
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Page 119 and 120: Before I’m anxious about the proj
Page 121 and 122: Before I’d like to pick up new sk
Page 123 and 124: Before It’ll be a chance to meet
Page 125 and 126: Before I’d like to continue my ed
Page 127 and 128: Examples of Participant Responses P
Page 133 and 134: 12 What do you think you will remem
Page 135 and 136: PILOT MUSEUM ACTIVITIES FOR ELDERLY
Page 137 and 138: Aquincum Museum 1. Aquincum Museum
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MusLi (Museums Literacy) - Fondazione Fitzcarraldo

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